Abstract
Research shows that the sudden transition to emergency remote teaching has negatively impacted students' reading abilities, particularly in the Arabic language. To understand the specific challenges faced by Arabic language teachers in the UAE, a survey was conducted involving Arabic language teachers. The survey aimed to explore the quality of teaching, student-teacher interaction, learning outcomes, instructors' planning, correction load, and the assessment of micro and macro skills. The results of the survey revealed several major problems during online language teaching, including limited student-teacher interaction, challenges in monitoring students' class participation and performance, and challenges in effectively assessing students' reading skills. Limited student-teacher interaction during online language teaching has been a major obstacle in promoting reading development. Findings showed that the main challenges faced by teachers included lack of readiness, lack of subscription to relevant or necessary platforms, and lack of resources for online learning among teachers and students. Several solutions to such challenges are proposed, such as rethinking the issue of depth versus breadth within the curriculum, utilizing retired and expert teachers in certain content areas, allocating time for interventions, rethinking scheduling, and student grouping, and enhancing support from teachers and parents to ensure adequate access to online resources.
Author Information
Karima Almazroui, Mohamed bin Zayed University for Humanities, United Arab Emirates
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